The study of Primary School Students’opinions on the Robotics Learning Model Based On Social Information Processing To Enhance Social Skills

Abstract

This paper studies primary school students’ attitudes towards the impacts of educational robotics within the social information processing framework and on social skills enhancement in students. A purposive sample of 302 students was collected from seven schools. The study relies on a student questionnaire for rating educational robotics impacts on his or her social skills enhancement, which divided into four parts: (1) general information, (2) a social skill question set (3) an educational robotics question set, and (4) suggestions. Mean values and confidence intervals were then calculated from the questionnaire results. Both Part 1 and Part 2 had a confidence interval of 0.97, while Part 3 had 1.0. From the total of five different sub-topics in Part 2 and 3, learning activities for educational robotics, especially under the sub-sub-topic of “educational robotics activities were held at a suitable time for the students,” with the highest mean value of 3.79, followed by social expression with a mean of 3.76, self-emotion control (3.73), emotional expression (3.70), and learning environment for educational robotics (3.44), respectively. For Part 4, overall comments revealed that most students wanted to have 1-2 hours of robotics classes.